本研究探討數位學伴線上課輔中，不同口語表達能力的大學生，在線上課輔中面臨溝通互動困境時，其態度、採取策略及策略後溝通互動轉變為何。受訪大學生共計6位，口語表達能力高、低成就者各半，均全程參加十週的數位學伴線上課輔計畫。本研究依據研究目的，設計半結構式訪談大綱進行訪談；所得資料依據現象學和紮根理論進行整理與分析，萃取主要成分後，形成理論啟示，研究結果為：（1）不同口語表達能力的大學伴，在線上課輔中皆面臨相似的困境，如：視訊設備延遲導致訊息傳達不完整；小學伴因為興趣、個人特質或同儕造成互動減少；大學伴的教學內容難度過高，小學伴無法理解所造成的溝通互動困境。（2）不同口語表達能力的大學伴中，有4位不同口語表達能力之大學伴面臨困境時的心態傾向「正面、能同理接納小學伴，且反思自身教學方式」，能針對困境採取相對應的策略，如：改變教學模式、多方關注小學伴的狀態；而另外2位大學伴的心態則傾向於「負面、消極、無法同理小學伴、認為是外界影響」，難以針對困境採取相對應的策略，皆以口頭警告為因應策略。（3）不同口語表達能力並不會影響大學生面對線上溝通互動困境的類型和因應策略的異同，然而，制握信念可能是影響大學生態度及因應策略的原因之一。最後，本研究據此針對（1）線上溝通互動困境、（2）數位學伴線上課輔計畫團隊及（3）未來相關研究者，提出相對應的建議。

This study explores how the attitudes and strategy use of college students with different oral expression skills when participated in an online tutoring service as digital learning companions facing communication and interaction difficulties. A total of six college students were interviewed, half of them with high oral expression skills and the other half with low. They all participated in the 10-week Digital Learning Companion Program. According to the research purpose, this study uses semi-structured interviews to collect qualitative data which is then sorted and analyzed based on the Phenomenology and Grounded Theory. The main components and themes were extracted to form theoretical enlightenment. The research results are as follows:(1) College companions with different oral expression skills face similar challenges in online tutoring sessions, such as ”problems caused by equipment and internet connection”, “less participation for the elementary school learning partners due to their interest levels, personal characteristics, and peers”, “the content of prepared teaching materials are too difficult, and young learning partners are having trouble to comprehend.” (2) Among all six participated college learning companions with different oral expression skills, four tended to be "positive, able to empathize with the elementary school learning partners, and would reflect on their own teaching methods" when facing difficulties. They tend to adopt corresponding strategies in response to the difficulties, such as: changing the teaching methods and paying more attention to the status of their learning companions in many ways. The other two college learning companions tend to be "negative, unable to empathize with the elementary school learning companions, and blame on external influences". It is difficult for them to adopt corresponding strategies for the problems, and they tend to use verbal warnings as a response strategy. (3). Different oral expression skills do not affect the types of online communication and interaction difficulties faced by these participated college students and the different coping strategies they use. However, students’ “locus of control” may be one of the reasons that affect their’ attitudes and coping strategies when they are facing with communication challenges during this service learning opportunity. Finally, this research proposes corresponding suggestions for (1) online communication and interaction dilemmas, (2) administration team for the Digital Learning Companion Program, and (3) future researchers for the related topics.

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